Peer reviewed
Direct linkERIC Number: EJ858767
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0271-0633
EISSN: N/A
Using Integrated Course Design to Build Student Communities of Practice in a Hybrid Course
Fayne, Harriet R.
New Directions for Teaching and Learning, n119 p53-59 Fall 2009
In this article, the author describes how she used integrated course design to design a course that would help special education teachers satisfy the "Highly Qualified Teacher" (HQT) requirement established by No Child Left Behind (NCLB) in the area of English/language arts. The approach she chose was based on principles advanced by Fink in "Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses" (2003). (Contains 1 table.)
Descriptors: Federal Legislation, Special Education Teachers, Teaching Methods, Communities of Practice, Instructional Design, Integrated Curriculum, Language Arts, English Instruction, Learning Experience, Student Participation, Teaching Models, Teacher Certification
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
